В статье рассматривается влияние профилактических мероприятий в школе на агрессию подростков из неполных семей. В последние годы активно изучается проблематика агрессивного поведения подростков. Взаимосвязь особенностей поведения подростков носит сложный и многогранный характер. В исследовании проанализированы причины и специфика агрессии у подростков из неполных семей, а также эффективность школьных профилактических мер. В ходе исследования с помощью анкетирования были выявлены такие показатели, как эмоциональная нестабильность, вербальная и косвенная агрессия, склонность к буллингу. В исследовании приняли участие 75 подростков школы г.Шымкент. Результаты показали, что большинство подростков из неполных семей испытывают трудности в контроле эмоций, значительная их часть часто проявляет вспыльчивость и подвергается буллингу. Для сравнения, у подростков из полных семей эти показатели оказались значительно ниже. Теоретической основой послужили труды отечественных и зарубежных ученых. Особое внимание уделено роли позитивного школьного климата, психологических тренингов и медиации в снижении агрессии. Кроме того, обсуждается влияние социально-экономических и культурных факторов. Итоги исследования подтвердили, что совместная работа школы, родителей и психологов способствует улучшению социальной адаптации подростков и снижению уровня агрессии. Ключевые слова: неполная семья, подросток, агрессия, буллинг, профилактика, школьный климат.

The article examines the problems and prospects for developing cross-cultural competence in future music teachers. The research aims to determine the level of knowledge and the need for forming cross-cultural competence in the professional training of music students in higher education and to propose effective measures for its development. The main research directions included analyzing existing scientific concepts and approaches to forming cross-cultural competence in music education; determining the level of knowledge and significance of cross-cultural competence in the professional training model for music students at universities; developing and testing practical recommendations and methods for music teachers aimed at increasing the level of cross-cultural competence among students at music educational institutions. The research results expand theoretical knowledge about the significance of cross-cultural competence in training music educators, while the practical results present new methodological approaches. The empirical part of the study involved 98 students and 46 teachers from Abai Kazakh National Pedagogical University and Utemisov West Kazakhstan University. A survey of teachers and students showed that respondents believe the current state of cross-cultural competence requires significant improvements. Both groups identify similar problem areas and note some differences. Recognition of the need to develop cross-cultural competence among students was 48% and among teachers 40%, which demonstrates the relevance of this research. To form cross-cultural competence in future music teachers, a technology for developing this competence is proposed, including two special courses: "Teaching Intercultural Communication" and "Forming a High Level of Cross-Cultural Competence in Future Music Teachers." The pedagogical experiment showed that the experimental group demonstrates significantly greater progress across all levels of cross-cultural competence compared to the control group, with the lag being particularly noticeable at the creative level. Keywords: cross-cultural competence, pedagogical approaches, future music teachers, monocultural education, multicultural education, pedagogical model, development of cross-cultural competence.

Мақалада құндылыққа бағдарланған білім беру контексінде жоғары сынып оқушыларының құқықтық мәдениетін қалыптастырудағы мектеп пен отбасының әріптестігі қарастырылады. Зерттеу Қазақстан тәжірибесін Финляндия, Түркия және Оңтүстік Кореяның білім беру модельдерімен салыстырмалы талдау негізінде жүргізілді. Шетелдік зерттеулерде отбасы мен мектептің серіктестігі оқушылардың азаматтық және құқықтық санасын дамытудың негізгі факторы ретінде анықталса, Қазақстанның білім беру жүйесінде бұл үдеріс белсенді енгізілу кезеңінде тұр. Соңғы үш жылда (2023–2025) халықаралық жарияланымдарда (Wiley, MDPI, SAGE) құқықтық тәрбиенің тиімді моделі ретінде «мектеп – отбасы – қауымдастық» триадасы тұжырымдамасы ұсынылған. Мақалада құндылықтық қағидаттарға, сектораралық өзара іс-қимылға және әлеуметтік әріптестіктерге негізделген құқықтық мәдениетті қалыптастырудың педагогикалық моделі ұсынылады. Оқушылардың құқықтық ойлауын, азаматтық жауапкершілігін және мінез-құлық мәдениетін дамытуда ата-аналардың, мұғалімдердің және қауымдастықтың рөліне ерекше назар аударылады. Зерттеудің практикалық бөліміне Тараз қаласынан 110 респондент қатысты, оның ішінде 60 оқушы, 30 ата-ана және 20 мұғалім болды. Жүргізілген зерттеу Қазақстандағы құқықтық тәрбие жүйесін жетілдіруге және құндылыққа бағдарланған тәсілдерді қазіргі білім беру үдерісіне кіріктіруге практикалық маңызға ие. Алынған нәтижелер мектеп мазмұнын жаңарту жағдайында құқықтық мәдениетті қалыптастыру тетіктері туралы түсініктерді кеңейтеді. Құқықтық сананың тұрақты дамуы тек мектеп пен отбасының тәрбиелік ықпалдарының бірлігі жағдайында ғана мүмкін екені көрсетілді. Ұсынылған әдістемелік шешімдер педагогикалық жоғары оқу орындарының тәжірибесінде және педагогтердің біліктілігін арттыру жүйесінде пайдаланылуы мүмкін. Ұсынылған қорытындылар серіктестік модельдерді ұлттық азаматтық-құқықтық білім беру стратегиясына жүйелі түрде енгізудің қажеттілігін растайды. Түйін сөздер: құқықтық мәдениет, мектеп-отбасы серіктестігі, құндылыққа негізделген білім беру, салыстырмалы талдау, азаматтық сана, құқықтық тәрбие.

This paper examines the historical evolution and contemporary significance of Japan ’s Kominkan(community learning centers) as vital institutions for community-based sustainable development(CBSD). Emerging from the ashes of World War II, Kominkan were conceived as engines for democratic reconstruction and social cohesion. Utilizing a historical analysis framework and drawing upon Japanese educational policy documents, scholarly literature, and UNESCO reports, this paper traces the transformation of Kominkan functions from post-war recovery through rapid economic growth to the era of lifelong learning and Education for Sustainable Development (ESD). This paper argues that Kominkan’s inherent flexibility, community-rootedness, and focus on mutual learning position them uniquely as platforms for CBSD. The analysis highlights key shifts: from initial poverty alleviation and cultural revival to addressing urbanization’s social fragmentation, adapting to lifelong learning paradigms, and increasingly incorporating ESD and Disaster Risk Reduction(DRR) post-2011. Despite challenges in human resource capacity, particularly the reliance on part-time staff, Kominkan demonstrate remarkable resilience in fostering social capital, empowering local agency, and mobilizing communities towards sustainable futures. The paper concludes that Kominkan offers a globally relevant model for leveraging non-formal education infrastructure for sustainable community resilience and development.

This study explores the structural and institutional determinants of early human capital formation in Romania, from a territorial perspective.The paper focuses on educational performance measured at the lowest administrative and territorial unit in Romania.Data from the National Evaluation (final exam of lower secondary education) from 2022-2024 is used to analyse how local socioeconomic context, school organisation, and spatial configuration interact to shape student performance.We combine gender-disaggregated educational data with indicators of human development as well as income, education stock and further demographic characteristics.In this sense, the present analysis provides one of the first nationwide studies to investigate how local communities are converging or diverging in terms of educational outcomes.The results highlight that educational performance is highly path-dependent, as localities with historically higher education stock and human development in the past have an advantage in comparison with rural and less developed communities.As the latter tend to fall behind, the findings confirm that territorial inequalities are indeed reinforced through institutional differentiationschools with legal personality (administrative autonomy) achieve better results than satellite structures, even when the socioeconomic context is similar.The moderation effect of institutional autonomy on the relationship between local development and exam performance outlines that human development alone is not sufficient to deliver convergence in the absence of strong capacity and flexible governance.Results outline that educational inequality in post-socialist Romania is more than a simple function of economic disparity, as it also works for institutional and spatial configurations.The study contributes to further European and international debate on regional convergence, decentralisation and human capital development, as it emphasises that equity in education cannot be achieved in the absence of policy and measures that address governance and autonomy of schools.

Introduction: Persistence is recognized as a foundational skill for success in life, contributing significantly to the formation of a growth mindset in early childhood, enabling preschoolers to overcome obstacles and complete tasks. The current research is justified by an observed deficit in motivation and persistence among current young generations, who often tend to give up at the first obstacle or failure, and by a gap in applied studies within the Romanian context. The study’s primary objective was to investigate how persistence, definedas the ability to maintain effort in the face of difficulties, can be developed in preschoolersthrough an intervention program based on interactive activities and board games. Methods: The research utilized an experimental design involving two groups of large-group preschoolers (aged 4 to 5). The experimental group participated in a nine-week intervention program consisting of 13 structured activities, including seven board games and five different interactive activities. Persistence was evaluated using the Dimensions of Mastery Questionnaire (DMQ), tracking five specific subdomains: cognitive persistence, motor persistence, social persistence (with adults and children), and mastery enjoyment. Results demonstrated that the intervention significantly improved total persistence inthe experimental group when compared to both the pretest phase and the control group. Statistically significant increases were observed, particularly in cognitive persistence, motor persistence, and enjoyment of mastering new skills. The post-intervention differences between the experimental and control groups became even more pronounced and statistically significant for all subscales, sustaining the program's effectiveness. However, the study found no statistically significant influence based on gender or the quality of the relationship with the educator on persistence development. Conclusions: These findings validate the effectiveness of game-based methods in early education, suggesting that integrating educational games that require patience, concentration, and task completion is a developmental capacity that supports success later in life. The study underscores the role of parents and teachers in providing adequate support and showing children that constant effort is more valuable than immediate success. Future research should address methodological limitations, such as pre-existing group differences and subjective evaluation, by conducting longitudinal studies and implementing external pretest/posttest evaluation.

Anticipatory socialization for a teaching career involves shaping a social representation of the profession by adopting values, beliefs, and behaviors.Pre-service teachers have many vital experiences before entering teacher training programs, which influence their understanding of what teaching entails.Primary socialization, during which the family transmits cultural capital and habitus to the younger generation, impacts their motivation to become teachers and sometimes provides role models for this career.This study is based on grounded theory research of autobiographical essays collected over the last five years from pre-service teachers enrolled in the final year of master's level studies in various specializations, as well as in the second level of teacher training at a Romanian university.To analyze the intergenerational transmission of teacher habitus, a theoretical sampling of 43 essays was selected, comprising narratives by pre-service teachers whose family members were teachers.The qualitative analysis of the essays reveals subtle mechanisms through which the teacher-parents influenced their children and often shaped an ideal image of the teacher role.By observing their parents (or other members of the extended family) playing the role of a teacher, the pre-service teachers internalized values and beliefs that form the ground of their teacher identity.

دفت الدراسة معرفة واقع استخدام الطلاب معلمي اللغة الإنجليزية لنظام إدارة التعلم الإلكتروني (بلاك بورد) في كلية التربية بجامعة الملك خالد، واستخدمت الدراسة المنهج الوصفي، وبلغ عدد المشاركين (51) طالبا من طلاب برنامج الدبلوم العام في التربية والمختصين في اللغة الإنجليزية خلال العام الجامعي ( 1437/ 1436 ه). و كانت أداة الدراسة استبانة مكونة من (۲۹) فقرة. وخلصت الدراسة إلى قائمة بالمهام يتيحها نظام البلاك بورد مصنفة بحسب الاستخدام إلى ثلاث فئات (استخدام عالي، ومتوسط، ونادر). من المهام التي حظيت بالاستخدام الدائم: الاطلاع على إعلانات، وتنبيهات، ومحتوى، ودرجات المقرر. إضافة إلى تسليم الواجبات. أما أهم المهام التي حظيت بالاستخدام المتوسط فكانت الاطلاع على توصيف، ومخطط، ومصطلحات المقرر، والاطلاع على معلومات أستاذ المقرر، والمشاركة في منتدى المقرر، وأداء الاختبارات الإلكترونية، وإرسال واستلام الرسائل. أما أبرز المهام التي حظيت بالاستخدام النادر فكانت إنشاء المدونات و اليوميات و المشاركة من خلالها، و استخدام التقويم و دفتر العناوين.

هدفت هذه الدراسة إلى التعرف على درجة الأخطاء الشائعة في كتابة الرسائل العلمية لدى طلبة الجامعات السعودية في تخصص مناهج وطرق تدريس التربية الإسلامية. وقد استخدم الباحث المنهج الوصفي، والاستبانة كأداة لجمع المعلومات. وقد أسفرت النتائج عن وجود أخطاء شائعة في كتابة الرسائل العلمية المتعلقة بمدخل الدراسة، والمتعلقة كذلك بإجراءات الدراسة، ومنهجيتها، وكذلك المتعلقة بنتائج الدراسة، وتوصياتها ومقترحاتها، وجميعها جاءت بدرجة عالية. كما توصلت نتائج الدراسة إلى وجود أخطاء شائعة متعلقة بالتوثيق، والتنسيق، والتدقيق، والإخراج وقد جاءت بدرجة متوسطة. كما توصلت نتائج الدراسة كذلك إلى وجود أخطاء شائعة متعلقة بالإطار النظري والدراسات السابقة وقد جاءت بدرجة متوسطة. كما توصلت النتائج كذلك إلى أنه لا يوجد فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين استجابات أفراد العينة تعزى لمتغيري الدرجة العلمية، وعدد سنوات الخبرات. كما توصلت النتائج إلى وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين متوسطات درجات استجابات أفراد عينة الدراسة لصالح (الإناث) في كلا من البعدين الثالث والرابع حسب نوع الجنس. ومن أبرز المقترحات: إجراء دراسة علمية مشابهة تطبق على التخصصات الأخرى بقسم المناهج وطرق التدريس.

هدفت هذه الدِّراسةُ تعرُّفَ الخدمات المساندة اللازمة للطُّلاب ذوي الإعاقةِ السَّمعية في فصول التَّعليم الشَّامل من وجهة نظر ذوي الاختصاص، واتَّبعت المنهجَ الوصفي التَّحليلي, واستخدمت الاستبانةُ أداةً لجمع بيانات الدِّراسة, وتكونت العينةُ من (137) فردًا من المتخصصين في تعليم الطلاب ذوي الإعاقةِ السَّمعية فـي المملكة العربية السُّعودية خلال الفصل الثَّاني من العام الدراسي(1445هـ – 2024م). أظهرت النتائجُ أن الخدمات المساندة اللازمة للطُّلاب ذوي الإعاقة السَّمعية في فصول التَّعليم الشَّامل جاءت بدرجة مهمة جدًا على التوالي في كلٍ من: الخدمات الحسية والتواصلية، وخدمات الصِّحة النفسية والطبية، والخدمات الإرشادية والاجتماعية، وعدم وجود فروق ذات دلالةٍ إحصائية حول مستوى الأهمية تبعًا لمتغيرات: المؤهل العلمي، ومكان العمل، والجنس. وتمثَّلت أبرز توصيات الدِّراسة أن تقديم الخدمات المساندة للطُّلاب ذوي الإعاقة السَّمعية يتطلب تخطيطًا دقيقًا وشاملًا لضمان تلبية احتياجاتهم الأكاديمية والاجتماعية، مع ضرورة توفير التقنيات المساندة كالأجهزة السَّمعية الحديثة وصيانتها بشكلٍ دوري، وضرورة توافر خدمات لغة الإشارة في أثناء الحصص الدراسية، واستخدام التطبيقات والبرامج التي تدعم الكتابة الفورية للنصوص، وأخيرًا تقديم التدريب والتطوير لكفايات المعلمين والموظفين حول كيفية التواصل الفعَّال مع الطلاب ذوي الإعاقة السَّمعية.